Publication
Title
Divided we teach? Teachers' perceptions of conflict and peace in Côte dIvoire
Author
Abstract
Many postconflict societies incorporate peace education in their school curricula to promote reconciliation by offering a peace-building narrative to counter prevailing conflict narratives. Generally, these reforms are unaccompanied by teacher training. Hence, they implicitly assume that teachers are neutral providers of peace-building narratives, thereby overlooking the potential mediating effects of teachers agency and social identity. Building upon the case of Côte dIvoire where a peace curriculum was introduced in 2012, this report challenges teachers assumed neutrality by investigating Ivorian teachers narratives of the 20102011 postelectoral crisis and the current peace process. Preliminary results of a large-scale survey (n = 984) indicate striking differences among teachers interpretations of the past conflict and the current peace process, which are significantly associated with teachers ethno-religious background. Their interpretations show interesting parallels with the discourses of the then opposing political leaders. These findings are alarming: How can peace education reconcile students if their teachers remain divided? (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Language
English
Source (journal)
Peace and conflict
Publication
2016
ISSN
1078-1919
1532-7949
Volume/pages
22:4(2016), p. 329-333
ISI
000387997600005
Medium
E-only publicatie
Full text (Publishers DOI)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 10.10.2016
Last edited 18.05.2017
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